Effects of the mandated tutorial program on academic achievement in the Northside I.S.D. (San Antonio, Texas) high schools /
This study examined the effect of H.B. 72 statemandated tutorial attendance on GPA in the six high schools of Northside Independent School District in San Antonio,, Texas. Tutorial attendance throughout the 1991.-1992 school year was matched with six weeks and final grades during that same time peri...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1993.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=744719801&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This study examined the effect of H.B. 72 statemandated tutorial attendance on GPA in the six high schools of Northside Independent School District in San Antonio,, Texas. Tutorial attendance throughout the 1991.-1992 school year was matched with six weeks and final grades during that same time period. The high schools' population was 14,197; 1,559 students attended tutoring in one or more subjects during the year. The researcher also used questionnaires to gather perceptions of tutorial attendance effectiveness from administrators, teachers, tutors, and selected students. A second questionnaire was administered to tutorial non-attendees failing one of the four disciplines (English, math, science, and social studies) for first semester and fourth six weeks in order to determine the reasons for tutorial non-attendance. An analysis of the data led the researcher to the following conclusions: 1. Some changes did occur in six weeks grades following tutorial attendance. Forty percent of the time the change was a drop in grades. No evidence was found to conclude that tutorial attendance impacts students' final grades for the year. 2.Frequency of tutorial attendance may have had some effect on six weeks grades. However, the small number of students attending with any frequency disallowed any statistical testing. No evidence was found to conclude that varying frequency of attendance has any impact on students' final grades for the year. 3.Over half (56%) of the respondents to the perception survey felt tutorial attendance impacts GPA. Almost one-third had no opinion, and the remainder (12%) did not believe tutoring had any academic impact. 4. Reasons for tutorial non-attendance varied, but the most frequently occurring response was transportation problems. Students also mentioned not realizing help was needed, not knowing tutoring was available, and not caring. The following recommendations were made: all tutors be inserviced in tutorial practices; communication be improved between classroom teacher and tutor; peer tutors be worked into the program; and tutoring be accomplished during the school day. Further research should explore why the majority of students who attend tutoring once never go back a second time. Any replication of this study should include a control group. |
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| Item Description: | Vita. "Major subject: Educational Administration". |
| Physical Description: | xiii, 199 leaves : illustrations ; 28 cm. |
| Bibliography: | Includes bibliographical references. |